Jones, K
(2003)
Classroom implications of research on dynamic geometry software.
In,
Mariotti, M. A. (ed.) European Research in Mathematics Education III. Pisa, Italy, University of Pisa, .
http://eprints.soton.ac.uk/41220/ Full text available as: AbstractThis short user-review summarise the implications for classroom teaching of research that has investigated the use of dynamic geometry software (DGS) in the teaching and learning of mathematics. Overall, the research has found that it can take quite a long time for the benefits of using DGS to emerge but that this investment is worthwhile in developing students’ knowledge of geometry. The sorts of tasks that students tackle, the form of teacher input and the general classroom atmosphere are all important factors. | Item Type: | Book Section |
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| ID Code: | 41220 |
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| Date of issue: | 2003 |
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| ISBNs: | 8884921848
9788884921840 |
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| Uncontrolled Keywords: | classroom, implications, research, dynamic geometry, software, DGS, Cabri, Sketchpad, teaching, learning, pedagogy |
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| Subjects: | L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education |
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| School or Centre: | School of Education > Pedagogy and Curriculum |
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| Deposited By: | Jones, Mr David |
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| Deposited On: | 01 August 2006 |
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Edit this item (Staff only) References in ArticleJones, K. (2002), Research on the Use of Dynamic Geometry Software: implications for the classroom, MicroMath, 18(3), 18-20.
Jones, K. (2002), Research Bibliography: Dynamic Geometry Software, MicroMath, 18(3), 44-45. | 
